SINDH READING PROGRAM (SRP)

SRP has 4 Components

• Component 1 : Improve teacher competencies for effective early grade reading and
mathematics instruction.

• Component 2 : Improve early grade reading and mathematics assessment practice.

• Component 3 : Improve student access to supplementary reading and mathematics

material.

• Component 4 : Enhance participation of parents and caregivers in support of early

grade literacy and early grade numeracy for out of school children.
Components’ Update

Component 1:
•Intensive Teachers Training- Pilot
•Supervisors Training

Component 2:
•EGRA/EGMA Baseline Survey

Component 3:
•STLM- Gap Analysis Study

Component 4:
•Update to enroll 100,000 out of school children for non formal education
 Sindh Reading Program Target Area
7 Districts 5 towns of Karachi

• Larkana • Gadap Town

• Sukkur • Lyari Town
• Dadu • Orangi Town
• Kashmore • Bin Qasim Town
• Jacobabad • Kemari Town
• Kambar Shahdadkot
• Khairpur
Component 1: Intensive Teachers Training - Pilot
• No of Participants: 238
• Average no of participants per district: 30
• District wise training held for teachers
• Training focused to improve teaching skills for Mathematics and Reading
• Perception Survey used to evaluate the results
Gender Split of the participants (District Wise)
Component 1: Intensive Teachers Training – Pilot (Continued)
Results (Pre and Post Training)
Basic Average Good Excellent Non
Response

1. Awareness About SRP Pre training 66.81% 10.61% 0.42% 1.58% 20.59%
Post training 2.73% 15.97% 36.55% 39.18% 5.57%
2. Academics Pre training 48.93% 22.00% 6.22% 1.55% 21.30%
Post training 1.01% 9.1% 32.20% 53.37% 4.32%
2a. Reading Skills Pre training 50.13% 21.96% 4.94% 1.54% 21.43%
Post training 0.90% 8.90% 32.66% 53.60% 3.93%
2b. Mathematical Pre training 45.69% 23.75% 8.85% 1.44% 20.26%
Competencies and skills Post training 1.06% 8.31% 30.12% 56.68% 3.82%
2c. Integration Between Pre training 54.31% 19.64% 3.47% 1.89% 20.69%
Reading and Mathematics Post training 1.05% 7.46% 34.41% 52.10% 5.25%
2d. Curriculum Pre training 52.45% 18.24% 3.64% 1.72% 23.95%
Post training 1.16% 12.29% 35.82% 44.33% 6.41%
3. Knowledge about teacher’ Pre training 42.49% 20.50% 9.50% 1.34% 25.97%
role and Responsibilities Post training 0.67% 4.54% 30.76% 57.94% 6.09%

General Trend of Perception Change

Basic and Average Good and Excellent
Maximum Change Category : Knowledge about teachers’ role and responsibilities
Maximum Reduction in : Knowledge about teachers’ role and responsibilities
Non Response
Component 1: Field Mentor Workshop

Objective: To train supervisors to act as field mentors

•No of Participants: 113 (61 males and 52 females)

•102 from Government and 11 from private sector
•All target districts represented
Content Covered Included:
•Familiarity with the national curriculum
•EGRA/ EGMA Assessment tools and methods
•Reading Instructions
•Mentoring
•Principles of adult learning
Component 2: EGRA/EGMA Baseline Survey
• Target Schools: 70/district
• Selection of 570 schools completed
• About 50 percent of the baseline survey completed
• A pilot baseline survey was administered to test the reliability of the survey tool
Reliability of the survey tool
EGMA
Language No. of Cronbach's
Respondents Alpha
Grade 3 Sindhi 221 0.895
Urdu 211 0.88

EGRA
Language No. of Cronbach's
Respondents Alpha
Grade 3 Sindhi 221 0.623
Urdu 211 0.76

• Analysis suggests that the survey tool quality is good

• Quality of EGRA Sindhi is a bit low (Cronbach’s Alpha: 0.623)
Component 3: Supplementary Teaching and Learning Material (STLM)
Gap Analysis Study
• Research carried out to check the availability of STLM in the market
• To identify the gap between the available STLM for early grade reading and
mathematics
Findings:
1843 titles were identified
Grade Level of STLM available %
Early Learning %4
Pre School, KG and Grade 1 28%
Grade 4 to 6 62%
Irrelevant material collected 6%

Thestudy wasonly based onpublishersavailablein KarachiandHyderabad

 Findings (Continued):

• OnlyoneSindhibook • LessSindhiBooksAvailablein • GoodNumberofBooks

Availableinthisclassgroup comparisonwith others Availableineachlanguage

• OxfordUniversityPressandBeaconHouse School System have level readingmaterial

available
• Sindhika andKachooPublishershave material available inSindhi
 Further Steps on STLM Gap Analysis
• Oxford University Press and Beacon House School System have been proposed to
translate their material into Sindhi

• Sindhika and Kachoo Publishers have been proposed to introduce level reading in their
academic publications

• Teachers kit is being identified that will be distributed to 3000 teachers in the next
Intensive Teachers Training planned to take place in December

• Survey of 10 public library has been completed

• Rotary Club International pledged to raise 1 million books for public and school libraries

• Raise funds and books for 10 community and 120 new school Libraries

• SRP has budgeted $2.9 million to procure and distribute Reading Supplementary Material
 Component 4: Non Formal Education (NFE)

• Target: To enroll 100,000 children into NFE from SRP target area; transition 50,000 of these
into public schools

• Blended version of the following models will be adopted

• Punjab Department of Non Formal Education
• BUNYAD Foundation
• Health and Nutrition Development Society (HANDS)
• Indus Resource Centre (IRC)
• Allama Iqbal Open University (AIOU)
• United Nations International Children Emergency Fund(UNICEF)
• Bangladesh Rural and Advancement Committee (BRAC)

• District Level Committees to be set up to assist the School Management Committees (SMC)

• Involvement of Rotary International to support SMC’s and developing of Public Private

Partnership